TEC YLS _ 8 to 11.pptx
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Children ages 8 to 11 have formed basic concepts about the world and have strong views. They can distinguish between fact and fiction and frequently ask questions. They rely on both spoken language and physical experiences to understand meaning. They are starting to make some decisions about their own learning and have clear preferences. They also have a developing sense of fairness and may question teacher decisions. They can work cooperatively with others and learn from peers. By age 10, children have a well-developed native language and understand basic syntax rules. They can comprehend abstractions, symbols, and begin to generalize and systematize.
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- how easy or difficult it is to teach English as a foreign language
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- how to describe the different ways people talk and write English
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A second aim of language and learning awareness is to promote English language teaching (ELT) as a profession rather than as just a backpacker's passport. You might think the days are gone when to get into teaching English as a foreign language (EFL), the first step was to 'practice' on a class, without so much as a day's training. Sadly this does still happen, and of course is fair neither to the learners nor the 'teacher'. I hope that this course will persuade anyone who isn't persuaded already how important it is to counter this state of affairs.
A third aim has been to sensitize the user to issues and principles rather than dazzle them with names and difficult terminology. The course is written in a direct, personal style and any terms which might possibly pose a problem are either fully explained in the text or appear in a glossary which can be accessed at any time. In general, it has been kept jargon free. If at any stage you come across a point which you don't find easy to follow, don't worry or give up. It may become clearer later, so it's worth carrying on and returning to it if you need to. Be prepared to side-step a stumbling block rather than treat it as a barrier to the rest of the course.
Source: https://ebookschoice.com/what-is-language-and-how-do-we-learn-it/
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The document discusses teaching English to young learners between the ages of 6-12. It notes that children are generally better language learners than adults, especially between the ages of 2-10 according to the Critical Period Hypothesis. Young learners are divided into younger (ages 6-8) and older (ages 9-12) groups, with different characteristics for each. Effective teaching of young learners should be fun, natural, multi-sensory, concrete, and build on their existing knowledge by adding new concepts or experiences gradually.
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Teaching literacy involves developing students' reading, writing, listening and speaking skills. Reading skills include skimming, scanning, intensive reading and extensive reading. Writing skills involve punctuation, spelling, sentence structure and handwriting. The main components of reading are phonemic awareness, phonics, vocabulary, fluency and comprehension. Oral language provides the foundation for developing these reading skills. Literacy development occurs in stages from pre-reading to fluent reading and writing. Teaching literacy helps students communicate effectively and engage with learning.
Mythbusters of second language acquisition
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
Spoken language study communication
This document outlines the objectives and activities for a unit on spoken language study. It will analyze different forms of communication and how language changes based on context. Students will identify oral, written, non-verbal and visual communication. They will watch a film about communication and answer questions. The spoken language unit makes up 10% of the English Language GCSE and involves a controlled assessment where students complete a written task analyzing variations, choices or changes in spoken language. Factors like age, gender, ethnicity, occupation, education and situation affect how people speak.
What Is Language And How Do We Learn It?
Have you ever asked yourself:
- how babies learn language and how that's different from learning a foreign language
- how easy or difficult it is to teach English as a foreign language
- how a language teacher comes to grips with finding out and explaining language rules
- how to describe the different ways people talk and write English
- what sort of person makes a good language teacher and whether you might be that sort of person?
If your answer to any of these questions is 'yes', then this course should interest you.
What are the aims of the course?
The main aim of this course is to act as a taster for anyone who feels they might like to pursue an interest in language or language teaching. It is designed to fascinate and intrigue but above all to be clear and straightforward about the nature of the English language. For instance, it highlights the variety and diversity displayed by English. The differences between colloquial English, conversational and written English may seem at first obvious, but they are not and they are not always mirrored in other languages. In Arabic-speaking countries, educated people sometimes use classical Arabic in speech as well as in writing, whereas less educated people speak only colloquial Arabic. The differences in convention between the two languages must be well understood by teacher and learner alike if confusion and misunderstanding are not to result. But this course is not just about the system and use of language. The information it provides is always set in the context of learning development, both the learning that you will be doing as course user and the learning achieved by learners of a Foreign language.
A second aim of language and learning awareness is to promote English language teaching (ELT) as a profession rather than as just a backpacker's passport. You might think the days are gone when to get into teaching English as a foreign language (EFL), the first step was to 'practice' on a class, without so much as a day's training. Sadly this does still happen, and of course is fair neither to the learners nor the 'teacher'. I hope that this course will persuade anyone who isn't persuaded already how important it is to counter this state of affairs.
A third aim has been to sensitize the user to issues and principles rather than dazzle them with names and difficult terminology. The course is written in a direct, personal style and any terms which might possibly pose a problem are either fully explained in the text or appear in a glossary which can be accessed at any time. In general, it has been kept jargon free. If at any stage you come across a point which you don't find easy to follow, don't worry or give up. It may become clearer later, so it's worth carrying on and returning to it if you need to. Be prepared to side-step a stumbling block rather than treat it as a barrier to the rest of the course.
Source: https://ebookschoice.com/what-is-language-and-how-do-we-learn-it/
Presentation-for-Literacy.pptx
This document discusses several theories and concepts related to beginning reading instruction. It describes the bottom-up theory which emphasizes mastering basic phonics and phonemic awareness skills before reading words. The whole language/psycholinguistic theory takes a top-down approach and focuses on authentic texts. Schema theory builds on background knowledge to aid reading. Metacognitive theory teaches reading strategies to increase awareness. Finally, it identifies five key early literacy skills that affect reading performance: phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension.
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TEC Pre-primary _ Experiments.pptx TEC Pre
This document outlines the steps for conducting experiments in pre-primary education: 1) The teacher states the learning objective, 2) demonstrates the experiment, 3) checks students' understanding, 4) provides instructions, 5) students work individually, 6) work in groups, 7) document observations in an experiment log, and 8) display results in a gallery for discussion. The goal is for students to actively engage in an experiment, use targeted language skills to describe their observations individually and collaboratively, and reinforce the language learning through documentation and exhibition of their work.
TEC Pre-primary The Stages of a Lesson PPT
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Verbs.pptx
This document defines and provides examples of different verb properties including: mood, voice, transitivity, regularity, modality, verb forms, function, valency, conjugation patterns, negation, and causativity. Mood refers to how a verb expresses reality, possibility, or necessity. Voice tells us who is doing the action and who is affected. Transitivity tells us if a verb needs an object. Regularity is about how a verb changes form in different tenses. Modality uses helper verbs to express possibility, necessity, or ability.
Writing IPT PT.pdf
Este documento descreve as etapas típicas de uma aula de escrita em inglês para alunos dos anos finais do ensino fundamental e ensino médio. As etapas incluem: 1) aquecimento, 2) contextualização, 3) leitura para compreensão, 4) análise de modelo, 5) prática, 6) planejamento e 7) tarefa escrita. Cada etapa tem como objetivo preparar os alunos para produzir um texto escrito.
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This document discusses the key features of spoken language. It notes that unlike written communication, speaking is unscripted and spontaneous, occurring in real-time. It also tends to be lighter and more digestible than dense written texts. Speaking is an interactive process that requires listening skills and the ability to reshape conversations through quick decision making. Cultural conventions also influence speaking styles as conversations have an interactive rhythm like a dance.
TEC Secondary _ Language.pptx
This document outlines the typical stages of a language lesson for secondary students: warm-up, lead-in, presentation, practice, and production. It provides examples for activities at each stage, including a warm-up game, eliciting questions from students in the lead-in, modeling sentences and vocabulary in the presentation, drilling vocabulary in pairs for practice, and having students interview each other to produce language in the final stage.
A sample writing lesson - Read-Only.pptx
This document provides instructions and activities for students to practice writing an email about sports. It includes suggesting organizing an email into paragraphs about beginning the email, the reason for writing, including two main ideas, and ending the email. It then provides several activities for students, such as rewriting an email into paragraphs, answering true/false questions about an example email, labeling sports in pictures, discussing sports they play, and answering questions to prepare to reply to the example email about sports activities at their own school.
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This document outlines the stages of a speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - another quick activity to set the context using questions, pictures, music etc.; 3) Reading for comprehension - students read a sample text with a simple comprehension task; 4) Model analysis - examining a model text to raise awareness of genre conventions; 5) Practice - activities relevant to the writing aspects analyzed; 6) Planning - time for students to think about what and how they will write; 7) Writing task - students write their piece, which can be a draft or final version. Each stage should not exceed 5 minutes except the writing task.
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This document outlines the stages of an effective speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - use of pictures, music, or questions to set the topic context; 3) Generate ideas - brainstorming or providing a model for students to develop speaking points; 4) Language clarification - introduce vocabulary and structures needed; 5) Practice - allow preparation time; 6) Speaking task - have students perform the speaking activity; 7) Reformulation - allow repetition of the task with feedback. Each stage should be brief except the speaking task.
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TEC YLS _ 8 to 11.pptx
- 1. TEACHER EDUCATION COURSE PRIMARY | ANOS INICIAS DO ENSINO FUNDAMENTAL CHARACTERISTICS OF 8 TO 11 YEARS OLDS
- 2. Their basic concepts are formed. They have very decided views of the world.
- 3. They can tell the difference between fact and fiction.
- 4. They ask questions all the time.
- 5. They rely on the spoken word as well as the physical world to convey and understand meaning.
- 6. They are able to make some decisions about their own learning.
- 7. They have definite views about what they like and do not like doing.
- 8. They have a developed sense of fairness about what happens in the classroom and begin to question the teacher's decisions.
- 9. They are able to work with others and learn from others.
- 10. Eight to ten year olds have a language with all the basic elements in place. They are competent users of their mother tongue and in this connection they are aware of the main rules of syntax in their own language.
- 11. By the age of ten children already can: • understand abstracts • understand symbols (beginning with words) • generalise and systematise.
- 12. Based on Scott, W. & Ytreberg, L. (1995). Teaching English to Children. Longman.